The impact of collaborative planning of an oral task on learners’ language performance in an EFL context

Mariana Lima Terres; Marilia Camponogara  Torres; Ana Flávia Boeing Marcelino

doi:10.14393/DL47-v15n3a2021-3

Autores

Mariana Lima Terres Universidade Federal de Santa Catarina https://orcid.org/0000-0003-0731-8954
Marilia Camponogara Torres Universidade Federal de Santa Catarina https://orcid.org/0000-0003-0564-5943
Ana Flávia Boeing Marcelino Universidade Federal de Santa Catarina https://orcid.org/0000-0002-7418-8312

DOI:

https://doi.org/10.14393/DL47-v15n3a2021-3

Palavras-chave:

TBLT, Tarefa oral, Planejamento estratégico

Resumo

Aprender uma nova língua depende de diversos processos cognitivos que podem demandar uma grande carga de atenção no momento de sua produção oral (SKEHAN, 2014). O planejamento estratégico (ELLIS, 2005) e colaborativo (SWAIN, 2000) aparecem como uma alternativa para a sua diminuição. À luz do Ensino de Línguas Baseado em Tarefas (TBLT) (COOK, 2011; EAST, 2017) e visando contribuir com esse cenário, neste estudo, uma tarefa oral foi elaborada com objetivo de analisar o desempenho de falantes de inglês como língua estrangeira de um curso de idiomas em uma tarefa oral em duas condições diferentes: após o planejamento estratégico individual e colaborativo. Quatorze estudantes foram divididos em dois grupos: quatro duplas planejaram colaborativamente e seis estudantes planejaram individualmente. Ambos os grupos tiveram dez minutos de planejamento, seguido de alguns minutos para gravação das mensagens. Os participantes também responderam a um questionário de percepção da atividade. Os resultados estatísticos indicaram que os estudantes submetidos à condição de planejamento entre pares obtiveram melhores avaliações nas três medidas relativas à adequação: organização, convencimento e clareza. Essa diferença foi observada através do teste independente t-test. Além disso, os resultados qualitativos mostraram que a maioria dos estudantes pareceu gostar da tarefa, especialmente aqueles que a realizaram o planejamento em pares. Essas contribuições trazem implicações importantes para a sala de aula, permitindo aos professores reconhecerem o planejamento estratégico colaborativo como uma ferramenta valiosa.

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Biografia do Autor

Mariana Lima Terres, Universidade Federal de Santa Catarina

Doutoranda do Programa de Pós-graduação em Inglês da Universidade Federal de Santa Catarina.

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